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TO DEVELOP A BETTER MATHEMATICAL BASIS FOR FACTOR ANALYSIS, A MATHEMATICAL APPROACH WAS FORMULATED FOR FIXING COMMUNALITIES AND THEIR COMPLEMENTS, UNIQUENESSES, AS WELL. WHILE THE INVESTIGATOR WAS UNABLE TO PROVE THAT MINIMUM-TRACE CRITERIA FIX COMMUNALITIES UNIQUELY, A SET OF IDENTITIES AND INEQUALITIES WAS LOCATED AMONG THE COMMUNALITIES AND, EQUIVALENTLY, AMONG THE UNIQUENESSES. PROOF AND ADDITIONAL RESULTS CONCERNING THESE IDENTITIES AND INEQUALITIES APPEARED IN AN APPENDIX. THESE IDENTITIES AND INEQUALITIES WERE OF DIRECT SIGNIFICANCE SINCE THEY AFFORDED A METHOD OF OBTAINING AN APPROXIMATE SOLUTION FOR THE MINIMUM-TRACE COMMUNALITIES. NO TIME WAS AVAILABLE DURING THE PERIOD OF THE CONTRACT TO PERFORM THE NUMERICAL CALCULATIONS NECESSARY TO VERIFY THE FINDINGS. (GD)

The study was designed to experimentally determine the rate of growth as it pertained to visual motor development of an experimental and a control group by using a resource teacher as the vehicle to administer the remediation. The study lasted for 7 months. Beery's Developmental Test of Visual-Motor Integration was administered in a pretest and posttest format to 93 first grade students. The experimental group experienced the Frostig Developmental remediation materials using either the first level of the eye or motor coordination materials. The experimental group met in groups of about 11 children for a period of 30 minutes twice weekly. Seven samples of remediation are included in the form of photographs. Comparison of pretest and posttest scores showed that the experimental group gained 3 months of visual motor growth above the control group. The growth was considered statistically significant. (CB)

The strategies and problems involved in designing the North Carolina Assessment Program are described. After being given the mission statement and continuing objectives of the North Carolina State Department of Public Instruction (NCDPI), the basic decisionmaking needs of State-level educational planners were identified by the NCDPI/Research Triangle Institute (RTI) design study team. Several alternative assessment plans were developed, costed, and evaluated. This interative design process led to the development of a statewide educational assessment program for evaluating the effectiveness of North Carolina's public elementary and secondary education programs, including a special emphasis on Title I programs. (Author)

This publication includes the abstracts of 199 research papers presented at the 1970 American Association for Health, Physical Education, and Recreation convention in Seattle, Washington. Abstracts from symposia on environmental quality education, obesity, motor development, research methods, and laboratory equipment are also included. Each abstract includes the time and date on which the paper was presented at the convention. The name and address of the author are also presented. An author index completes the volume. (BRB)

The aim of this publication is to offer information that will assist the elementary school principal in the establishment or improvement of a school lunch program. The material focuses on the necessary ingredients of an effective school food service, the necessity of nutrition education as a part of a food service program, and the importance of serving all income groups. The various types of food service programs and the role of key personnel involved in these programs are also described in some detail. A substantial bibliography is provided at the conclusion of the presentation. (JF)

This document provides an assessment on a national scale of academically individualized degrees. Thirty-four institutions returned a completed general studies questionnaire; however, a number of institutions indicated the questionnaire did not fit their particular program. An Interdisciplinary Degree Follow-up Questionnaire was developed and sent to these institutions. Data analyzed from both questionnaires concerned administration, development of the general studies movement, number of students, level and criteria for acceptance, student characteristics, retention, significance of degree, instruction, faculty attitudes, academic advising, academic programs and academic course titles. Results indicated the general studies degree program is increasingly important as higher education changes to meet the needs of students. (MJM)

Individual differences in general intelligence and in 8 different special aptitudes or skills were hypothesized to be independent of family size and birth order indices. Evidence to the contrary, in the form of linear correlations, was predicted to be due to the confounding influence of socio-economic factors. Among the more familiar demographic indices, only sex was expected to be a source of variation in special aptitude--over and above general intelligence. Data for testing these hypotheses were obtained from the "Project Talent Data Bank." The hypotheses were generally supported. Intelligence and special ability were found to be independent of family size and birth order indices when socio-economic differences in intelligence were removed. No differences in special ability were associated with socio-economic status after differences due to general intelligence were removed. These findings discount the need for special educational programs which might be planned for later born children on the assumption that they are intellectually handicapped. The sex differences in ability may justify existing differences in vocational programs for boys and girls. But the actual reasons for these differences require further study. (Author)

The proposed program represents a vehicle whereby Minnesota can conduct a comprehensive assessment of the State's educational progress. It can provide a means of periodically monitoring achievement in the cognitive, affective, and psychomotor domains. The program is modeled after the National Assessment of Education Progress (NAEP), an ongoing educational project designed to give educators and the lay public a better look at those knowledges and skills that American youth have acquired. NAEP provides for a systematic, continuous, census-like survey of knowledges, skills, understandings, and attitudes as exhibited by students and young adults in four age levels and across ten different subject areas. By following the NAEP model, Minnesota can hopefully reduce the Minnesota student assessment results to NAEP results for students in the nation as a whole, as well as for those in the Central Region; and take advantage of exercise administration, data collection, sampling, and data analysis methodologies developed by NAEP. (Portions of pages 29 and 86 may reproduce poorly.) (Author/WM) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Replication).

Community colleges, if they are to be an alternative in higher education, must establish a role for themselves different from traditional higher education. The 1202 Commission created by the Higher Education Amendments of 1972, in which State commissions coordinate planning of postsecondary institutions, represent a threat to this new role. The primary responsibility of the board of trustees is to see to it that the institutional programs and services are provided to the people who can benefit from them in the most effective and efficient manner possible. Trustees hold assets in trust; therefore neither students nor faculty, as beneficiaries of the trust, should serve as trustees. Trustees should not evaluate the results of a plan, since they should be part of the team that established the objectives and made the plan. Planning, which is a continuous process, and evaluation should emphasize effectiveness over efficiency. A strong trend exists on campuses toward collective bargaining, which may be destructive to the higher education process. The best approach to this problem is to find a way to make governance work so that collective bargaining is within the institution's governance structure. To achieve shared governance, the administrative structure and the governance structure, which have been isolated in community colleges, must be brought together. Shared governance also necessarily involves changes in leadership and decision-making. (KM)

Computers can be valuable tools of humanization if educators use them to relate the curriculum to the students' lives and to make schools more desirable places in which to learn. Despite the facts that much of the content of both the country's generally accepted national goals and students' interests and problems is affective in nature, most schools concentrate mainly on the rote learning of factual material in the cognitive domain. Computers, looked at both from the instructional and the data processing viewpoints, can improve education in three ways. First, they can provide efficient cognitive instruction. Second, they free teachers to deal with affective matters such as values and feelings. Third, they create a situation in which the teacher can serve in a satisfying manner as a human interface between students and machines. To implement this humanistic environment, educators will need to build process-oriented curriculums which have a balance between the cognitive and the affective domains, design better computerized information management systems, and conduct a national assessment of models of man-machine systems. (PB)

This paper advocates that a creation model, as well as an evolution model, should be presented to students when discussing the origins of life. The author argues that the traditional evidence supporting evolution is circumstantial in nature, whereas a major prediction from the creation model (that gaps exist between distinct kinds of living animals and plants) is confirmed by conclusive evidence. Evolution, like creation, is a faith and not open to scientific investigation. Yet evolution is taught as a dogma in the public schools as evidenced by: (1) indoctrination in the belief of spontaneous generation, (2) indoctrination in the belief in transitional forms between different kinds of organisms, and (3) indoctrination in the belief in mutations as the raw material of evolutionary change. It is suggested that science teachers admit that there are sound scientific and pedagogical reasons why both the evolution model and the creation model should be taught, as objectively as possible, whenever teachers and students are discussing origins. (JR)

In response to demands for more and better teaching about Africa in American higher education, the US Office of Education requested that the Program of African Studies at Northwestern University generate a set of teaching materials which could be used in introductory undergraduate courses. Included in these volumes, these materials provide reference sources, information for classroom use, and original introductory essays on the African experience. Volume I contains about 90 topic summaries to aid teachers in preparing lectures for a 1-year introductory course. The topics cover the social, cultural, economic, and political development of Africa from primitive through modern times. Volume II contains a bibliography of over 2500 references divided into 5 major categories: 1) introductory works or required student readings; 2) research material for more advanced students; 3) available but relatively inaccessible works such as dissertations, conference proceedings, etc.; 4) African case studies; and 5) theoretical works or classic case studies. Volume III contains 25 original essays in 5 major areas: 1) African Society and Culture; 2) Perspectives on the Past; 3) Processes of Social Change; 4) Consolidation of Nation-States; and 5) Africa and the Modern World. (DS)

The material in this booklet is concerned with a discussion and examination of geometric puzzles and the ideas which result from their study. The general idea of graphs is introduced as a tool which can be used to solve geometric puzzles. The fact that working with puzzles can lead to unexpected mathematical discoveries is stressed. Such topics as arcs and paths, Euler and Hamilton lines, dual graphs, and the Jordan Curve Theorem are discussed. Several puzzles are included which will provide many hours of entertainment for the interested reader. (FL)

Examples of innovative programs for the disadvantaged and minority groups include a demonstration program in guidance and counseling and one in cultural arts. These programs are elements in a three-year demonstration program sponsored by Project Upper Cumberland. A cultural art evaluation and a guidance school program evaluation are presented. Results of the guidance program were favorable as indicated by: (1) improved behavior of students; (2) greater capacity for creative thinking up to grades seven and eight, and (3) positive attitudes toward self, school, and community. The objectives of the cultural arts program were: (1) to provide a model program of instruction in music, art, and drama, and (2) to provide children and adults with opportunities for creative expression. Results show a positive attitude toward the program by pupils, parents, and educators. However, actual changes in attitude while positive did not differ significantly from the attitudes of subjects in the control school. Both the guidance and cultural arts program appear to strengthen a school to a great degree. Hopefully, together they will provide a means for helping the underdeveloped pupil to overcome his cultural, social, and educational deficiencies. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (KJ)

Project Upper Cumberland was a three year endeavor which served 16 Tennessee counties. The final report and evaluation, in three documents, summarizes the three innovative programs which it engendered: (1) teacher inservice training, emphasizing human relations; (2) a pilot cultural arts program (art, music, drama) for grades 1-12; and (3) a pilot guidance and counseling program for grades 1-9. This portion of the report focuses on the cultural arts and guidance and counseling programs. All three areas have as a general goal the changing and improving of attitudes. The full scope of each program and the evaluative measures utilized are included. Positive results are noted in the fact that many elements of the cultural arts project and of the guidance program are being continued. Overall, it would appear that the greatest contribution of the project has been the introduction of the Title III ESEA concept to the region, thereby laying the groundwork for future programs which hopefully will attack the needs of the region with greater accuracy. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (TL)

This report condenses the essential findings of seven task reports on educational needs for the Ohio Department of Education. Emphasizing present needs, resources, and tentative solutions, the summary covers seven topics: vocational and technical education, educational finance, use and training of auxiliary personnel, data processing centers, educational technology, school library manpower, and pupil transportation. The study concludes that the State should establish regional centers to provide selected educational services to local school districts. An appendix listing the 1970 goals of the Ohio State Board of Education is included. The study was funded under Title III of ESEA. Related documents are ED 028 279, ED 032 737, ED 035 967, and EA 002 869. (LLR)

The first part of this document describes the following four new managerial tools available to the educational administrator: Planning-programming-budgeting, systems analysis, PERT or the critical path method, and the Delphi technique which employs the systematic solicitation and collation of expert opinion to achieve consensus in the formulation of goals. The second part is an annotated bibliography which lists 73 books, reports, journal articles, bibliographies, and government publications related to the decision making process, published between 1963 and 1968. (JK)

Project '80 is designed to answer three questions: (1) What will rural Michigan be like in 1980? (2) What can be done to change the course of events in directing Michigan's rural economy? and (3) What do rural people want it to be like in 1980? Faculty members prepared 50 discussion papers which were reviewed by leaders in rural areas and businesses directly concerned with the rural economy. Factors affecting rural Michigan's environment were (1) social economic climate, (2) political climate, (3) supply and demand for rural products and services, (4) U.S. demand for food, (5) U.S. export-import prospects for food, (6) organization of agricultural markets, and (7) demand for United States timber products. Necessary agriculture and agribusiness adjustments in farms, dairy, livestock, eggs and poultry, field crops, grain marketing, fruits and vegetables, farm labor, farm machinery and equipment, farm financing, food wholesaling and retailing, nursery industry, and floriculture were discussed. Natural resource problems were in use of land and water, recreation and tourism, timber production and industry, commercial fisheries, and fur bearing animals. Projection was made of adjustments as they affect rural people and rural living. The appendix contains data concerning rural Michigan and a listing of available Project '80 publications. (DM)

THE END OF THE IMPORTATION OF FOREIGN LABOR IN 1964 AND SEVERAL UNSUCCESSFUL EFFORTS TO DEVELOP A DOMESTIC LABOR SUPPLY IN MICHIGAN PROMPTED A PILOT PROJECT IN 1966, SPONSORED BY THE RURAL MANPOWER CENTER, THE COUNTY COOPERATIVE EXTENSION SERVICE, AND THE COUNTY LABOR COUNCIL, IN WHICH SUBURBAN YOUTH WERE RECRUITED FOR SEASONAL FARM LABOR. SCHOOLS SUPPLIED ROSTERS OF POTENTIAL EMPLOYEES, THE STATE RURAL MANPOWER ADVISORY COUNCIL DETERMINED THE AREAS OF AGRICULTURE AND AGRIBUSINESS ENTERPRISES TO BE SURVEYED AND DETERMINED EMPLOYMENT POLIC, AND THE EXTENSION SERVICE MAILED THE FARM PROFILE AND INVENTORY FORMS DEVELOPED TO DETERMINE EMPLOYMENT NEEDS. OF 250 APPLICANTS, 175 WERE INTERVIEWED AND CLASSIFIED WITH AN OCCUPATIONAL CODE ACCORDING TO STATURE, PERSONAL QUALITIES, DEGREE OF MATURITY, AND HYGIENIC CONDITION, AND 100 WERE PLACED. EMPLOYMENT RECORDS WERE KEPT UP TO DATE ON BOTH EMPLOYEE AND EMPLOYER CARDS AND ON A COUNTY SITUATION MAP. RETURNS FROM EMPLOYER AND EMPLOYEE EVALUATION QUESTIONNAIRES AND COMMENTS INDICATED THAT A MAJORITY WERE SATISFIED WITH THE PROJECT. EMPLOYER ACCEPTANCE OF EMPLOYEES WAS GOOD, BUT MORE AND BETTER SUPERVISION AND TRAINING OF EMPLOYEES WERE NEEDED, AND TRANSPORTATION AND AVAILABILITY OF DRINKING WATER WERE MAJOR PROBLEMS. THE COUNTY SUPERVISORS DECIDED TO CONTINUE THE PROGRAM AS A FUNCTION OF THE AGRICULTURAL EXTENSION OFFICE. SAMPLES OF FORMS USED, A LIST OF ENTERPRISES INVOLVED, AND NEWS RELEASES ARE INCLUDED. (JM)

Three addresses from the Conference are presented in full, with panel reactions to the third. Glenn Leggett of Grinnell College spoke of the need to unite special and general education. More independent study in the sophomore year and interdisciplinary seminars at the senior level would help delay the choice of major, thus providing exposure to several disciplines and a consequent keener discrimination between alternatives. Lewis B. Mayhew of Stanford University felt that, if present conditions and attitudes are not radically changed, undergraduate education will not improve in the next 15 years. He listed current faulty approaches to curriculum development. He also pointed out areas where programs do not accommodate present national and international problems , and outlined the principles on which courses could be reorganized for greater relevancy. Joseph Tussman of Berkeley described in detail a current experimental program, the core of which is a sequence of readings, clustered about certain periods in Western civilization. the readings, in turn, serve as a focus for serious writing and discussion. The coherence of the program is reinforced by lectures, student/faculty conferences as required, and informal activities. It is intended that the freedom thus cultivated will be "the freedom of mastery, not of impulse." Three panel members expressed their objections and agreements, and speculated on the feasibility of the usefulness of the program for other institutions. (HH)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)